Project RISE successfully conducted its Action Research Colloquium, Forum, and Writeshop on May 28–29, 2026, bringing together teacher-researchers, school principals, education leaders, and project partners for two days of collaboration, knowledge sharing, and research-driven educational improvement. Held at Mindanao State University–Iligan Institute of Technology (MSU-IIT) in Iligan City, the activity highlighted the importance of action research in strengthening literacy instruction, addressing classroom challenges, and improving learning outcomes among young learners.

The first day featured the presentation of ten action research studies conducted by Grade 1 teachers during the first year of Project RISE implementation. The teacher-researchers shared their classroom experiences, instructional strategies, challenges encountered, and lessons learned in implementing literacy interventions in their respective schools. Their presentations also included assessment results and reflections on learner engagement and literacy development, demonstrating their commitment to reflective teaching and evidence-based educational practices.

With the guidance and support of the Project RISE team and faculty members from the Department of Professional Education (DPRE), the colloquium provided a platform for teachers to document their experiences, evaluate their interventions, and share practical strategies that respond to the needs of learners, particularly in marginalized communities. The activity underscored the value of action research as a means of fostering continuous professional development and informed decision-making among educators.

The event was further enriched by a message via online from Flemish Promoter Prof. Wim Van Petegem, PhD, who emphasized the importance of educational partnerships and sustained collaboration in developing initiatives that empower both teachers and learners. His message reinforced the value of international and local cooperation in advancing innovative, inclusive, and sustainable approaches to education. The forum session, attended by Dr. Myra Ambalong, Education Program Supervisor of DepEd Iligan City, and participating school principals, encouraged meaningful discussions on the implementation and improvement of literacy interventions. Through the exchange of experiences, questions, and recommendations, participants explored practical ways to strengthen reading programs and address the educational needs of their respective school communities.

On May 29, 2026, the second day shifted its focus to collaborative research writing and proposal development. Guided by the Project RISE team and DPRE faculty mentors, participating teachers continued refining their research plans and strengthening their research competencies. A major highlight was the presentation of ten action research proposals by Grade 2 teachers, featuring innovative and context-responsive interventions designed to improve literacy development and learning outcomes among young learners. The presentations provided opportunities for constructive feedback from mentors and stakeholders, helping teacher-researchers further develop their proposed studies. Across the two-day activity, Project RISE reaffirmed its commitment to empowering educators as reflective practitioners who use research and evidence to inform their teaching decisions. By supporting teachers in conducting, presenting, and developing action research, the project continues to build a culture of inquiry, collaboration, and continuous improvement in early literacy education. The presentations also laid the groundwork for sustained research engagement among teachers as they continue developing and implementing interventions for the coming school years.

The Project RISE Action Research Colloquium, Forum, and Writeshop reflects the project's broader goal of strengthening early literacy through stakeholder engagement, teacher capacity-building, and research-informed educational practices.